Wendy Wakefield

Top Wrapper

Wendy Wakefield
Office 
Office Gerber Building Room 137
Phone 
605-626-2232

Assistant Professor of Elementary Education

Ph.D. Learning, Literacies, and Technologies, Arizona State University, 2021 

M.Ed. Curriculum and Instruction: Emphasis in English as a Second Language, Utah Valley University, 2010 

B.S. Elementary Education, Brigham Young University, 2001  

 

Dr. Wendy Wakefield joined the NSU School of Education faculty in 2021. She specializes in preparing NSU teacher candidates to implement science and engineering instruction and to integrate assessment in meaningful, engaging, and inclusive ways in their future classrooms. She also focuses on designing teacher education and professional development opportunities that foster agency, identity, and success across teachers’ careers.  

 

Dr. Wakefield was an elementary school classroom teacher for 14 years. She then spent two years working with student teachers, interns, and new teachers at an elementary school before returning to school to become a professor of teacher education. She now enjoys supporting and preparing teacher candidates and teachers in Northern's masters’ degree programs to be successful in their own classrooms. 

 

Research Interests

Teacher education for teacher candidates and in-service teachers

Science, engineering, and sustainability education

Accessible, responsive instruction for all learners

 

Publications

Wakefield, W. (2022). Designing a Research Experience for Teachers: Applying features of effective professional development to a hybrid setting. Teacher Development. https://doi.org/10.1080/13664530.2022.2095007 

 

Wakefield, W., Weinberg, A. E., Pretti, E., Merritt, E. G., & Trott, C. (2022). “When I act consciously, I can see a brighter world around me”: Preservice teacher readiness to support transformative sustainability learning. Environmental Education Research, https://doi.org/10.1080/13504622.2022.2085246   

 

Wakefield, W. (2021). RESET-ting professional development: Fostering mid-career K-8 teachers’ identities and actions as culturally responsive science and engineering educators (Publication No. 2532624147) [Doctoral dissertation, Arizona State University]. ProQuest Dissertations & Theses Global. 

 

Jordan, M. E., Zuiker, S., Wakefield, W., & DeLaRosa, M. (2021). Real work with real consequences: Enlisting community energy engineering as an approach to envisioning engineering in context. Journal of Pre-College Engineering Education Research (J-PEER), 11(1), Article 13. https://doi.org/10.7771/2157-9288.1294 

 

Kelly, L.B., Wakefield, W., Caires Hurley, J., Watanabe Kganetso, L., Moses, L., & Baca, E. (2021). A review of P-5 culturally-informed literacy research. Journal of Literacy Research, 53(1). https://doi.org/10.1177/1086296X20986602 

 

Weinberg, A. E., Trott, C. D., Wakefield, W., Merritt, E. G., & Archambault, L. (2020). Looking inward, outward, and forward: Exploring the process of transformative learning in teacher education for a sustainable future. Sustainability Science. https://doi.org/10.1007/s11625-020-00831-9 

 

Weinberg, A. E., Sebald, A., Stevenson, C. A., & Wakefield, W. (2019). Coteaching in teacher education: A scoping review. The Teacher Educator, 55(2), 190-213. https://doi.org/10.1080/08878730.2019.1657214